Academic Medicine最新文献

{"title":"Artist's Statement: One Arrangement?","authors":"Kaitlyn Ripaldi, Lisa M Meeks, Megan E L Brown","doi":"10.1097/ACM.0000000000006158","DOIUrl":"10.1097/ACM.0000000000006158","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 10S Suppl 1","pages":"S63"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on Thistle.","authors":"Santiago Schnell, Deborah L Gumucio","doi":"10.1097/01.ACM.0001168124.85382.a4","DOIUrl":"10.1097/01.ACM.0001168124.85382.a4","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 10","pages":"1153"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artist's Statement: [A]cademic Med[i]cine.","authors":"Zachary G Jacobs","doi":"10.1097/ACM.0000000000006159","DOIUrl":"10.1097/ACM.0000000000006159","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 10","pages":"1127"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Standardized Language for Clinical Accommodations in U.S. Undergraduate Medical Training: Results From a National Modified Delphi Consensus Study.","authors":"Zainub Dhanani, Suchita Rastogi, Matthew Sullivan, Rylee Betchkal, Peter Poullos, Lisa M Meeks","doi":"10.1097/ACM.0000000000006150","DOIUrl":"10.1097/ACM.0000000000006150","url":null,"abstract":"<p><strong>Purpose: </strong>Limited guidance on and access to clinical accommodations pose significant barriers to disabled learners' full participation in medical education. The lack of standardized accommodation language and institutional expertise leads to inconsistent implementation, creating barriers for medical students. This study aimed to establish consensus-based, standardized language for clinical accommodations to improve clarity, consistency, and accessibility for learners with disabilities in U.S. medical schools.</p><p><strong>Method: </strong>A modified Delphi approach was employed to achieve consensus on clinical accommodation language. A committee of 9 disability resource professionals (DRPs) compiled a list of 271 accommodations, which were refined to 89 unique accommodations after eliminating redundancies. These were categorized into 6 domains: adaptive equipment, assistive technology, communication access, location, individualized adjustment/need, and scheduling. Two groups (disability inclusion experts and clinical-phase medical students with lived disability experience) engaged in 4 Delphi rounds between October 2024 and February 2025. Consensus was defined a priori as 80% agreement on accommodation language.</p><p><strong>Results: </strong>In Round 1, none of the accommodations met the 80% consensus threshold. Revisions were made, reducing the list to 75 accommodations for Round 2, where 65 accommodations met the threshold. In Round 3, 9 additional accommodations achieved consensus, leaving 1 accommodation for final revision in Round 4, after which complete consensus was reached. The outcome was a list of 75 vetted clinical accommodations with standardized accommodation language.</p><p><strong>Conclusions: </strong>The study produced a consensus-based list of clinical accommodations to educate and empower students, faculty, and DRPs. By standardizing the language used in accommodations, this work seeks to promote accessibility and advance equity within medical education. Future research should explore the effectiveness and feasibility of implementing these accommodations in clinical settings. Additional efforts should include expanding the guidance to DO-granting institutions, incorporating faculty perspectives, and evaluating the long-term impact of standardized accommodation language on clinical training outcomes.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S92-S97"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dismantling Barriers in the Medical Curriculum for Learners With Hearing Loss: A Case Study.","authors":"Angelika I Martin, Leslie A Hoffman, Abigail Russell","doi":"10.1097/ACM.0000000000006144","DOIUrl":"10.1097/ACM.0000000000006144","url":null,"abstract":"<p><strong>Abstract: </strong>Despite the Americans with Disabilities Act (ADA), deaf and hard of hearing (DHH) individuals remain underrepresented in medical education due to the lack of adequate support systems in many institutions. This case study, authored by a DHH student and basic science faculty who worked closely with her, documents the comprehensive support strategies implemented to assist a learner in overcoming challenges related to her hearing loss throughout her undergraduate medical education. The student matriculated at the Indiana University School of Medicine-Fort Wayne in August 2021 and graduated in May 2025.The student, who has severe hearing loss in one ear and profound loss in the other, successfully navigated barriers, including poor acoustics, overlapping communications, background noise, and the need for clear visual cues. To interact in different educational environments, including classrooms and patient care rooms, she utilized a combination of oral communication, lip-reading, a Bluetooth-enabled hearing aid, and a cochlear implant. The student also employed key adaptive strategies, including speech-to-text services, assistive devices such as amplifying stethoscopes, strategic positioning to optimize acoustics, and the \"teach-back\" strategy.This case study offers a comprehensive review of accommodations for a DHH medical student across both didactic and clinical curricula. The authors provide valuable insights for educators aiming to support DHH students by detailing the successful integration of tailored and proactive accommodations. Their experience underscores the importance of creating an equitable and accessible environment, paving the way for a more diverse physician workforce, and enhancing healthcare for the DHH community. The student's successful completion of the program and subsequent residency match underscores the potential for DHH individuals to thrive in medical education with appropriate support.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S173-S178"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reframing Disability: The Role of Professional Organizations in Fostering Inclusion for Disabled Physicians.","authors":"Emily C Cleveland Manchanda, Amy N Addams, Courtney A Roberts, Anne Messman, Pilar Ortega","doi":"10.1097/ACM.0000000000006153","DOIUrl":"10.1097/ACM.0000000000006153","url":null,"abstract":"<p><strong>Abstract: </strong>To create and sustain a thriving physician workforce capable of providing the highest quality medical care to the U.S. population, educational and health care institutions must transform narratives about disability and eliminate structural ableism from their policies and practices. By creating inclusive educational and health care environments that welcome and support people with disabilities in medicine, these institutions can improve learning and workplace experiences for all students and physicians, ultimately improving patient care. To do so will require reframing the concept of disability, shifting toward a socioecological understanding of what enables or limits an individual's ability to practice medicine, and recognizing that every student and physician benefits when medical education is designed to support a diverse range of learners. Eliminating structural ableism as it manifests in national and organizational policies and practices similarly holds promise for improving the diversity, vitality, and sustainability of the health care workforce. This commentary, authored by leaders from the American Medical Association, Accreditation Council for Graduate Medical Education, and Association of American Medical Colleges, along with students and physicians who support these organizations' efforts to combat ableism in medicine, offers both conceptual and practical recommendations for transforming the narratives and structural factors that currently hinder progress toward creating and sustaining a thriving physician workforce.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S74-S78"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Critical Nature of Belonging in Academic Medicine for Medical Students With Disabilities.","authors":"Zainub Dhanani, Samantha L Schroth, Sabrina Tran-Jolicoeur, Quinten K Clarke","doi":"10.1097/ACM.0000000000006152","DOIUrl":"10.1097/ACM.0000000000006152","url":null,"abstract":"<p><strong>Abstract: </strong>Medical students with disabilities (MSWD) report higher rates of distress and burnout when compared to their non-disabled peers as they navigate the challenges of medical education. However, cultivating a sense of belonging and creating safe spaces in which there is acceptance of the authentic self have been associated with improvements in these outcomes. This commentary explores the role of student-led disability organizations in promoting belonging through the development of community, offering mentorship, creating opportunities for leadership, sharing resources, and advancing anti-ableism. While these organizations are a powerful tool to advance inclusion, institutional accountability also remains critical. The authors offer strategies in which institutions can partner with MSWDs to further promote inclusion. These include (1) collecting accurate and comprehensive data on the experiences of MSWDs, (2) reviewing and reforming policies that exclude or disadvantage MSWDs, and (3) supporting student-led disability organizations.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S79-S83"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Impact of a National Institutes of Health Loan Repayment Program Preparedness Program.","authors":"Megan G Flores, Annah J Chollet, Stephanie A Rolin","doi":"10.1097/ACM.0000000000006083","DOIUrl":"10.1097/ACM.0000000000006083","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1111-1112"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12353467/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144014248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disability Inclusion in Undergraduate Medical Education.","authors":"","doi":"10.1097/01.ACM.0001124876.95117.bf","DOIUrl":"10.1097/01.ACM.0001124876.95117.bf","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 10S Suppl 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discharged into Clouds.","authors":"","doi":"10.1097/ACM.0000000000006041","DOIUrl":"10.1097/ACM.0000000000006041","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1150"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}